The impact of academic rank on teachers’ TPACK competence in art education
Shiri M. Baigutov K. Izmagambetova R. Abisheva O. Ryssymbetov Y.
March 2025Institute of Advanced Science Extension (IASE)
International Journal of Advanced and Applied Sciences
2025#12Issue 349 - 57 pp.
The Technological Pedagogical Content Knowledge (TPACK) framework plays a crucial role in art education, necessitating an in-depth examination of factors influencing its integration into teaching. Teachers’ competencies and their satisfaction with TPACK are key determinants of successful adoption. This study explores the relationship between teachers’ competencies, academic rank, and their acceptance or rejection of TPACK, which subsequently affects their satisfaction with the framework. A descriptive survey and self-assessment approach were employed, utilizing questionnaires and interviews with 123 art professors from various universities in Kazakhstan. The findings indicate that higher-ranked professors reported greater satisfaction with TPACK but demonstrated lower competencies in digital technologies and in creatively addressing hardware and software challenges. Instead, they primarily used TPACK to enhance their professional skills. Overall, the results highlight the significant influence of academic qualifications on the development and implementation of technology-based curricula in art education.
Academic rank , Art education , Teacher competencies , Technology adoption , TPACK integration
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Department of Art Education, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Department of Fine Arts, Akhmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan
Department of Art Education
Department of Fine Arts
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